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Colllne Educadon Aseoc¡åteÊ

Gre{to¡, of tfic prov*n

coLUNS
WRINNG

lntroduction to the Collins Writing Program

Day One

Goals
Understand the Fíve Types of Writing and the benefits of this approach
Reflect on the similarities and differences between your current practice and
the Five Types
Use wríting efficiently to help teach your content and improve writing skills
Leave with two to four specific next steps that you can implernent within the
next two teaching days
Have a common language to use to discuss wríting with students, colleagues,
and parents

Agenda
lntroduce and practice Type One and Type Two
lntroduce Type Three and Type Four with a focus on sefecting focus
correction areas (FCAs)
Practice Type Three and Type Four with three step edíting
Evaluation

Presented by Dr. John Collins

The American Dream School
Bronx, NY
September 30, 2A19

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 COLLINS WRITING PROGRAM

Five Types of V/riting

,/ Tvpe One - Capture Ideas
Type.One writing gets ideas on paper-brainstonning. Type One is timed and requires a rninimum number of
items or lines. Questions and/or guesses are pennitted. Evaluated with a check (/) or minus (-).

Mv current nractice includes these elements:

I can add these elements to my current practice:

,/ Tvpe Two - Respond Correctlv

Type Two writing shows that the wdter knows something about a topic or has thought about the topic. It is a
cor¡ect answer to a specific question, graded as a quiz. One dra.ft,

Mv current oractice incl¡.ldes these elenrents:

I can add these elements to my current practice:

./ Tvpe Three - Edit for tr'CAs

Type Three writing has substantive content and meets up to three specific standa¡ds called focus correction
areas. ltis read out loud and reviewed to see if the draft meets the following criteria: completes the assignment,
is easy to read, and meets standards set by the focus correction areas. Revision and editing are done on the
original. One draft.
Mv current nractice includes these
--J-f
elements:

I can add these elements to my current practice:

/ Tvpe Four - Peer Edit for FCAs

T¡pe Four writing is Type Three writing that is read out loud and critiqued by another. Two drafts,

Mv current oractice includes these elçments:

_J¡

I can add these elements to my current practico:

./ Tvoe Five - Publish

Type Five writing is of publishablc quality. Multiple drøfts.

My current practice includes these elønents:

I can add these elements to my current

^/f,'or AII Tvnes

For all types, skip lines. For Tlpe One and Type Two, label the type on top left-hand side of paper. For Type
Three and Type Four, list focus correction areas on top left-hard sidc. Type Three and Type Four papers should
be saved and used to practice editing skills.

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 Desígning Effective Type Two Assignments
by John Collins

"Compared to blackened círcles on a Scantron, short wrítten responses provide a window to what
students think-the very information you need to make adjustments in your teaching. We need
formative assessments." -Beyond the Bubble, stanford University

The research on the power of frequent quizzes to promote retention of content is some of the
strongest research we have in education. But not just any quiz will do. The researchl shows that
multiple-choice questions are not as effective as short, low-stakes constructed or open-response
quest¡ons, where students must produce, not select, the answer. ln the Collins Wr¡ting program, we call
these writing assignments Type Two. Type Two assignments are constructed response, one-draft
answers graded for content but not for the conventions of spelling, gramrnar, or punctuation. They are
designed to give teachers a quick way to determine if students understand the material without
requiríng a lot of time for students to write or teachers to grade. The art in creatíng Type Two tests is to
craft questions that do three things: challenge the student to think as well as remember, clearly specify
the expectations, and use general academic language in the prompt. To achieve these three goals, Type
Two prompts must ínclude these six characteristics:

1 lnclude a number in the prompt to make it quantifiable and easy to score

2 Use general academic vocabulary in the prompt
3 Require the student to use higher-order thínkíng skills, if possible
4 Complete quickly,2-8 minutes
5 Grade quickly, 5-20 seconds
6 Grade for content only, not for conventions

Questions that challenge a student to think move students along Bloom's Taxonomy {or Webb's
Depth of Knowledge categories) from remembering to understanding to applying to analyzing to
evaluating to creating. Sometimes using a two-part Type Two question is the easíest way to create this
mix. For example, after reading an informational artícle a teacher might ask students to list four precise
facts from the article (rememberíng) and to circle the fact they think is the most ¡mportant and reflect
on why they feel this way (analyzing). An easy way to grade this response would be based on 100 points:
20 points for each of the four facts and 20 points for the quality of the analysis.

Questions that clearly specify the expectations usuaf ly have a number in them so that the
student knows precisely what to do. To ask students to evaluate a solution, project, or video is a good,
but vague, question. Vague questions encourage vague answers, and vague answers are difficult and

t
The research on the powêr of testing has been summarized as the "testlng effect," which I belíeve is a misnomer
It should be called the quizzing effect because this research suggests that short, open responses (not multiple-
choice or true-and-false questions) produce long-term learning through the process of "eifortful retrieval.,,
Searching our memory for the answer actually helps us remember the answer longer. For more on th¡s research,
see the 2010 study "Recent Research on Human Learning Challenges Conventional lnstruction Strategies,, by
Rohrer and Pashler in Educational Researcher 1406-472|, "Synthesis of Research on Reviews and Tests,, by
Dempster in Educationol Leodership {71*'76],, and "You Will Be Tested on This" by Glenn inThe Chronicle of Higher
Education (http://chronicle.com/article/you-w¡ll-be-Tested:on-This/14732 ).

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 time consuming to evaluate. Rather, ask students to give two specific reasons for their evaluatíon of the
video with two details each. ln response to this specific question, students can give direct and efficient
answers. lf you feel the number makes the question too formulaic, give a range, such as two to three
reasons with one to two details each.

Finally, good Type Two questions use general academic vocabulary in the prompt. The Common
Core State Standards heavily stress student mastery of general academic vocabulary, that is, vocabulary
that professionals ín allfields use when they write. Research reveals that one of the main reasons
students are not career or college ready is that they do not understand general academic vocabulary,
words like textual evidence, cite, analyze, and relevont The new generation of tests are loaded with
general academic vocabulary. Here are some examples of questions with the general academíc
vocabulary ín boldface.

You have read a passage from "The Growin' of Paul Bunyan." Think about how the story would
be dífferent if it were told from Johnny's point of view. Write a narrative story retelling the
story from the point of view of Johnny. Be sure to use supporting details from the passage.
(PARCC, grade 5)

People whose sleep is rout¡nely interrupted might need to pay special attention to their sleep
needs. Provide two pieces of evidence from different sources that support this claim and
explain how each example suppoñs the clalm. Cite evidence for each piece o{.information and
identify the source by title or number. {SBAC, grade 7)

text, "Biography of Arnelia Earhart," write an essay that

Based on the ínformation ¡n the
summarizes and explains the ch¿llenges Earhart faced throughout her life. Remember to use
textual evidence to support your ideas. (PARCC, grade 7)

Now, take a position on this questíon, and write a persuasive essity in which you argue for your
position. Be sure to provide reasons for your position and examples to support your reasons.
(ACT Aspire, grade 8)

Today you will read two documents that were written at the time of the American Revolution
and watch a video that gives further information about one of these documents. As you study
these sources, pây particular attention to the rhetorical features of each document and the
audience to which each one was addressed. At the end of the task, you will be asked to write an
analytical essay. (PARCC, grade 11)

Frequent use of well designed Type Two prompts have terrific payoff for the short time
invested. They provide feedback to the teacher about students' level of understanding and feedback to
students about mastery of skills (formative assessment), help students remember and reflect on content
{testing effect), expose students to general academic vocabulary they will need to master any discipline
(literacy skills), and provide a preview of the types of questions students will see on high-stakes tests
(test prep).

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3
 Esssllal 9eneral Academic vocabularu Guide for students in Grades 6-12
By Cheryl York McDonough, Collins Educatíon Assocíate
General ocademÍc vocabulary k the language of school and tests. tt îs more tÍkely to be used ln wrltten expressìon rother
than speech, Uslng general ocademÍc vocobulary ín your own wrítlng helps creote a more formal writing style.
Word Definition Sentence
analyze to examine somethi ng carefully and with focus the ta determine the vew.
apply to connect something you know or can do to Apply the three most essentí,at elements of grltish rule to Cotaniot
ânother situation Boston's economic
appropriate right or correct in a particular situation or lnclude three pt eces of appropriate textuol evidence to support
context cloím.
ärgument an idea supported by evidence or reasoning ln your argument, please be certoin that yaur cloim is clear and
evidence
âsses5 to makejudgment about
a the assess tr?e mertt the claim.
audience those who receive information or a messaqe Yaur should be the intended øudÍence.
cite to mention or quote as an example to support When summarízing the reoding, please clte the source, title, ond
an idea, claim, or opinion outhor.
claim to state a position that may go against the lnclude a clalm that clearly st6fes yaur stand on extending the
positions of others school
clarifv to make someth¡nq easier to understand on social media in school.
closure the act of bringing something to an end or Your conclud[ng paragroph should bring closure to your
reachinq a conclusion
compare to see what is the same or similar about two or Cømpare the causes of the Koreøn War with those of the Vietnom
more items or ¡udqe which is better War and decide which was more
compose to creatÊ andlor write a letter to the editor student
contrast to see what is different about two or more Controsf the poetry of Ploth with thot of Dickinson, and
items or to decide which is better or worse determine who was more inist.
conventions generally accepted practices, such as in A strong command of English conventlons ís essential
for o
grammar or language mechanics
counterclaim a claim that goes against a previous claim All must address at leost one counterclatm.
credible reasonåble to trust or believe lnclude credtble evidence in 0nswer,
critique to express your opinion about the good and You ore to summarize the reading, not crltíque it,
bad parts of something
define to explain the meaning of somethinq on
delineate to clea show or describe Dellneate methods tåis
design the way in which someth¡ng is planned and ldentrfy the flaw in thís deslgn and explain how it resulted in
made
detail a fact or piece of informatíon about something ln your response, include a sufficient number af supporting
detalls.
determine to decide the truth or validity of something Whot steps are necessory to determine if evidence is credible?
or
develop to qrow or change and become more advanced You must ma and concise manner
dialogue a conversatíon between two or more people, The diøIogue in the passage wos incredibly dkturbing.
groups¡ or entit¡es
e.g a l¡tin abbreviation that means "for example" Some paragraphs (e.9,, the first ond last) are vqgue.
essay a formal and focused piece of writing - usually Your orgument essay shoutd be completed by Fridoy ond include
multi-paragraph both a claim ond 0 coun terclaim.
evaluate to determine the value, worth or importance of Evaluote the following two speeches and determine which is more
somethínq after carefu I consideration tô voters,
evidence something which tends to prove that a belief Citing textu al evldence, evaluate who is o worse fother, Cloudius
claim is true or valid or Polonius.
explain to make clear with sufficient reasons or details Looking at this student responsq pleose exploln what the error
was.
fact true and provable piece of information Good writers cite when

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 formal ona use of n Students should use o in academic
formulate to develop and explain all the detaíls of an idea, Formulote yaur response before you answer the prompt.
th ht or conclusion
infer to guess that something is true because of the Whot can yo u ínfer from the information thot the government
information have shared with voters?
integrate to combine one thing with another to make a tn your respanse, íntegrøte the beliefs of ot leost two cultures we
whole hove studied.
I to or understand the meani of Ðoes the the data
justify to prove or show something to be just, right, or Please moke a clalm that yau can verbotty justtfy,
reasonable
ical usl reason Use n onswer.
mood the in a situation The maod the ls
objective a way of presenting information that is not ObJeælve tone moy be deskahle n argument wrîting, but ü
tone emotional or udicial not work
organization the appropriate arrangement of parts in an U se ch ro no log ico I organlzatlon in your plat summory.
and efficient
paraphrase to reword something written or spoken by Pørophrase this stotement by Winston Churchilt.
someone else
passage a portíon or section of a written work;'a Evaluate the folloWing possage for its impact on the teenage
ra etc, reoder.
phrase a brief statement, comment or remark either Which phrase is mare persuosive?
verbal or written
rne unauthorized use of another's words Be that do not un
point of view the position or outlook of the author Con you determine the potttt of vlew af this writer from hk use of
7

definite or exact Your should be not

to what will in the future Based on con the
rank relative or stand List three main couses the in rank order.
reason basis of evidence You must include more than one reoson to
cloim.
relevant connected t0 the su Evidence is not it is not relevant.
source where the information comes from, can be lnclude more than one source in your evidence.
written, oral, audio, video, etc.
s recrse or rticular lnclude o to on n Qnswer.
sufficient enou h
to solve the
SUmmanze brief restatement of imporlant points of a Summarizí,ng is not the some thing as retelling!
or oral statement
c rt tou old or defend as valíd or ht osse,tion with three evidence.
synthesize to combine a number of things into a coherent Synthesíze the four main ideas in this reading.
whole
text the words that make a writi Read the turt before to onswer.
text features elements that help the reader make sense of Subtitles and pull-out quates ore two common text
the text features,
text structure how text or a pãssêge is organized The text strudure was d problem-solution pattern with clear
to ossist the reoder in the central ideas.
theme undefying or unifying idea that runs How did you identi{y the theme of mon's inhumonity to
man in
throughout a written work the novel?
or
tone feelin or attitude sed words The author's tone tends to the theme.
transform to change something from one state to another How did the ídea of civil rights tronsþrm the lJnited Stotes
in the
1960',s?

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 Evaluate Type Two Prompts

Listed below are five Type Two prompts a social studies teacher might ask a middle school or high school

class. Rank them in order of quality by using #1 to indicate the best example and using #5 to índícate the

worst example.

Your Rank
1. Using your best writing.skills (don't forget capitalization), write a paragraph about

the causes of World War ll.

2. Over the last few days we have been discussing the causes of World War ll. Tell me

some of the causes.

3 Compare and the contrast the causes of World War I and World War ll

4 Analyze the causes of World War ll. lnclude details about the causes and an

explanation of how these causes led to this horrifíc war. Write in a formal style wíth

an objective tone.

5. List and number three to four of the most significant causes of World War ll. After

the list, write a brief four to six line reflection on what cause you feel was the

primary cause. Bracket the reflection.

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6
 cilr Ten Great Type Two Questionsi Teacher version

Why Frequent low-stakes Quizzes?

Frequent, low stakes quizzes are key to helping students retain important content. {See retrieva ,ors
for supporting research.) To take full advantage of the retrieval-practice effect, good quiz questions are key
Listed below are Ten Great Questions you may want to consider. They are "Great', because they share
common traits. They:

. have a number in the question to make it eãsy to score

' use general acadernic vocabulary (underlined on the list below) to expose students to the language
they will see in textbooks, non-fiction articles, and on tests
. do not require too much class time (5-10 minuteslto ansWer
. cover the range of Bloom's Taxonomy and Webb's Depth of Knowledge {ÞOK}

The Teachers' Version of The Ten Great Type Twos below indicates possible Bloom and Web levels for each
question. These levels are suggestions because the levels are subject to a range of interpretations. Consider
giving students the one-page version and ask them to select a question from the list to be the question on the
next quiz. This approach has multiple payoffs because it:

' provides formâtive assessment, teachers can see what students think is importânt
. engages the students because they select the question
I exposes students to questions that use general academic vocabulary
. takes away the "gotcha" quality of the pop-quiz

Ten Great Type Twos: Teacher Version

Prompt Webb's Bloom's
DOK Level Taxonomy
1. Create one or two+quiz questiCIns about the content we have covered 3 Strategic Creatíng
during the last -- days. Ensure that the questions that will require Thinking
higher order thínkine skills,
?. Compose a short informativs. paragraph about_for a 1 Recall Understanding
student who missed today's class, Correctly use, explaín, and circle five
to seven* key terms.
3. Describe two* ways and re 2 Skills and Analyzing
sifnilar and two* ways they are different. Label and nurhber the Concepis
similarities and differences.
4, Closely examine the item {picture, illustration, graph, etc.} on the 1 Recall Understanding
screen. Create and label a descriptive title and a short explanatorv

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 caption.
5. Here is an art¡cle about the subject we have been studying. All the text 3 Strategic Creâting
featqfes (title, subtitle, subheadinss. captions, etc.) have been Thinking
removed. lmagine you are the editor. Create three to five* text features
on the article.
6. Explain two or
threer feasons this answer would not receive full credit 3 Strategic Evaluating
on a test, Number your reasons. Thinking
7. Write a claim statement on your po.sitíon on
Make sure your clpiql statement includes four elements: the topiq. your
-. 4 Extended Creating
Thinking
p_osítion on the topic, briefly stated reasons wíthout
det?ils, and does
not include "1".
8. (For fiction) ln chronological order, list four to five* events in
2 Skills and Analyzing
chronglorical order that happened in the reading assignment and Concepts
predict one event that will happen in the next (chapter, sect¡on,
etc.).
Underline your prediction.
(For nonfiction) We have completed reading the
2 Skills and Understanding
text-. ln your own words, list and number two to Concepts
four* centralideas in the order they appeared ín the text, Do not give
your opinions.

9. List and briefly describe at least four* discrete steps you would do to l Recall Remembering
solve the following problem
Number the steps in order.

10. ldgntifv whích of the five common orga.ni¡ational patterns the author of 3 Strategic Analyzing
this text uses and cite _ pieces of textual evidgnce to support your Thinking
choice,

r0r some other appropriate number.

Add your questions here;

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f
(m
Ten Great Type Twos
1 Create two or three*quiz questions about today's content that I can ask at the beginning of
tomorrow's class. Ensure that the questions require higher order thinking skills.

2' Compose a short informative paragraph about-for a student who missed

today's class. correctly use, explain, and circle five to seven* key terms.

3. Describe two* ways_and_ are similar and two* ways they

are different. Label and number the similarities and differences.

4. Closely examine the item (pícture, illustration, graph, etc.) on the screen. Create
and labela
descriptive title. Write and label a short explanatory captíon.

5 Here is an article about the subject we have been studying. All the text features
{t¡tle, subt¡tle,
subheadings, captions, etc.) have been removed. lmagine you are the editor. Create three to five*
text features on the article.

6. Explain two or three* reasons this answer would not receive full credit on a test. Number your
reesons.

7 Write a clairn statement on your position . Make sure your claím

statement includes the topíq your positio n on the topic, briefly stated rea sons without details,
and does not include "l".

8. A' (For fiction) List four to fíve* events that happened ín the reading assignment and predict
one
event that will happen in the next (chapter,, section, etc.). Underline your prediction.

B. (Fornon-fiction) We have completed reading the text

ln your own words, list and number two to four* central ideas in the order they appeared in the
text. Do not give your opinions.

9' List and briefly describe at least four* discrete steps you would do to solve the following problem:
Number the steps in order.

10' ldentify which of the five common organizatÍonal patterns the author of this text uses and cite
pieces of textual evidence to support your choice. (The five patterns
are
description, problem/solutíon, compare/contrast, cause and effect, and sequence.)

*Or some other appropriate number.

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 srude nt wr¡tciï;tiffi ttiflË Fo u r pa pe r
This sample paper was written by a student in a math class, ]ack Howard, who had. to send an email to another
student, Ecl Smith, about his math test. His FCA,s were to identifl' 2 or more mistakes (worth 60 points), identi$i
one positive on the test (20 points) and use 10 or more math vocabulary words that need to be circlecl and num-
bered on the left hand rnargin. Note, we know it's a Type Four paper because it was signed by a peer editor.

.l ; 7

r Clearly ID 2+ rnistakes eot6O ' i i i r¡ '. ". Jack Holrvard

ID one pos¡tive

se 10+ math vocab. #

1 job finding the C-"îÐ in problem one. Great ex planation of your work as well. In problem
the !

aa
L.¡J had to find the mean , but your work shows you actual ly fourrd I think
foraot ¡

4. fcÊrêt that the mean is the vera Tq fincl the m find the sum o¡" the values and
ì

i(@ 9^y-
tlç..1q"-¡g-l.gI yur.y.gq', Y.ggr .gn¡--w-er should t1e
.7-.2, not B. rn probrem 4, you dÍd nor
t
to

simplify your answer and you musL get it correct" To simplify a fraction just divide the

6 umerato glu.r':@,þv.!'|9,¡9m'9n unrber until the number is as low as lhey

i

can get. For example 25/5Q is 7e, You forgot Lhe last step. These problems ðre easy to fix if you
I

slow id everything. Dont end

.o 6,n?Ñ
schoof because you rushed * ¡t stinks
i

Edited .Þv Ar+fiø 9.po^ça¡

I

i
 In orderfor students to be coilqe and
;#ri;t?f;**ä#ffflJuou*
topics ar texts, using varid reasaning and ,eËvàil
ind suffiden*
craimsin
;r¡d;;ru.
an anatysisof substantive

Grade 4
1. Intro topic/clear opinion
2. n+ Reasons Grade ß
Grade K _ a. Facts/details to support
3. n+ Linking words/phrases-
1. Counterclaim/Cla im/2-E reasons¡l
1. Tell topic or name of book 2. Cite n+ credible sources
4. Strong conclusion/tie to opinion
2. State an opinion
5. Paragraphs 1. rr* Reasons/textual evidence explained
4. Paragraph/transitions
5. n+ Content-specific vocabutary
Grade 5 6. Formal style
G.rade 1 7. Strong conclusion
1. Tell topic or name of book 1. Intro topic/clear opinion
2. State an opinion 2. n+ Reasons
3. Give a reason a. Facts/details to support Grade 9-1O
4. Give closure 3. n+ Linking words/phrases/clauses 1. Counterclaim/Claim /Z-3 reasons//
4. Strong conclusion/tie to opinion 2. Acknowledge counterclaim
5. Paragraphs 3. Cite n+ credible sources
4. n+ Reasons/textual evidence explained
2 Gradç 6 5. Paragraph/transitions
1. Tell topic or tiUe of book
2. State an opinion 1. Claim/2-3 reasonsff 9; 1+ Content-speciffc vocabulary
2. Cite n+ credible sources
7. Formal style
3. Give reasons that suppoft 8. Objective tone
the opfnion 3. n+ Reasons/textual evidence explained
4. Pa ra graph/transitions
9. Strong conclusion
a. Use linking words
4. Give concluding statement 5. n+ Content-speciñc vocabulary
or section 6. Formal style Grade 1 -L2
7. Strong conclusion 1. Counterclaim/Claim/2-3 reasons/]
a. Signiffcance of claim
2. Acknowledge counterclaim
Grade 7
1.
Srade I
Intro topiç/cleaÈopinion 1. Counterclaim/Claim l2-l reasonslf
3. Cite n+ credible sources
4. n Reasons/textual evidence explained
2, n+ Reasons 2. Cite n+ credible sources
I. l* Content-specific vocabutary
3. n+ Linking words 1. l+ Reasons/textual evidence explained 6. Paragraph/transitions
4 . Strong conclusion 4. Paragraph/transitions 7. Formal style
I. l* Content-specific vocabulary
6. Formal style
8. Objective tone
a. Acknowledge values/biases
7. Strong conclusion 9. Strong conclusion
tThese FCAs are for content,
organization, and s$le. They do not indude conventions FCÂs.
For a free, vcrsion of this list rrith examples of studøt writing, æaching tips, and relatcd vocebulary, sec the F'rrce
Resq¡rccs pagc on www.colliued.corn
 In arder for
complex ideas

Grade K Grad a
1. Name topic Grade 5 1. Introduce topic/preview
2. n details, facts 1. Introduce topic 2. Clear organization
2. n details, facts, definitions 3. Format
a. n quotes, examples 4. Labeled graphic
Grade I 3. Paragraphs 5. Develop with n facts, details, definitions,
1. Introduce topic guotes
4. Labeled illustration, rnultimedia
2, n details, facts 5. Linking words 6. Transitions that unify/clarify
3. Give closure 6. Strong conclusion 7. n vocabulary #
7, n+ vocabulary 8. Formal style
Grade 2 9. Strong conclusion
1. Introduce topic
2. n details, facts, definitions Grade 6 Grade 9-1O
3. Give concluding statement or 1, Introduce topic 1. Introduce topic/prev¡ew structure
section 2. Clear organization 2. Format
3. Format 3. Labeled graphic
G
4. Labeled graphic 4. Develop with n facts, details, definitions,
3 5. Develop with n facts, details, definitions,
1. Introduce topic quotes
quotes 5. Paragraph/transitions
2. n details, facts, definitions
3. Group ideas 6. Paragraph/transitions 6, n vocabulary #
7. n vocabulary # 7. Formal style
4. Labeled illustration B. Formal style
5. Linking words L Objective tone
9. Strong conclusion 9. Strong conclusion
6. Strong conclusion
Grade 7 Grade 1 12
Grade 4 1. Introduce topic/preview 1. Introduce top¡c/preview structure
1. Introduce topic 2. Clear organization 2..Format
2. n details, facts, definitions 3. Format 3. Labeled graphic
a. n quotes, examples 4. Labeled graphic 4. Develop with n facts, details, definitions,
3. Paragraphs 5. Develop with n facts, details, definitions, quotes
4. Labeled illustration, multimedia quotes 5. Para g raph/transitions
5. Linking words 6. Transitions that unify/clarify 6. n vocabulary #
6. Strong conclusion 7. n vocabulary #
7. n+ vocabulary 8. Formal style 7. Formal style
9, Strong conclusion 8. Objective tone
9. Strong conclusion
For a tee, expanded version of rhi$ list with examples of studenr ,¡riting, teaching
tips, rnd related vocabulary, æe the Free Resources page on www.colli¡sed.com.

Þ
 In order før students to be
FCAs fo r Narrative Writing*
cattege and career ready, they must write narratives to develop
real ar imagined ar events usíng
effective tech n iq ue, wel I -chosen details, and well-structured event sequences. experiences
*These FCAs are for content, organization,
and style, They do not include conventions FCAs,
Grade K
1. Tell about an event/events
2. Tell events in order
Grade 5 Gradc I
3. Closure 1. Engaging context & setting
1. Establish situation
Grade 1 2. Introduce narrator/characters a. Establish point of view
1. Tell about 2 or more events 3. Sequence events 2. Introduce narrator/characters
a, n details 4. Describe actions, thoughts, 3. Dialogue/pacing
2. ïell events in order feelings 4. Clear sequence of events
5. Dialogue 5. Relevant details
a. Time order words
6. Sensory/precise words
3. Closure a. Pacing
6. Transitional words/phrases/clauses 7. Reflective conclusion
Grade 2 7. Conclusion
1. Tell about several related events 8. Sensory details/concrete words
a. n thoughts, actions, feelings, Grade 9-10
details 1. Engaging situation & setting
2. Tell events in order a. Establish n+ points of view
Grade 6 2. Introduce narrator/characters
a. Time order words 1. Engaging context & setting
3. Closure 3. Dialoguelpacing
2. Introduce narrator/characters 4. Multiple plot lines
Grade 3 3. Dialogue/pacing 5, Purposeful sequence of events
1. Establish situation 4. Clear sequence of events a. Shift time frame or setting
2. Introduce na rrator/characters 5. Relevant details 6. Vividlprecise words
3. Sequence events 6. Sensory/precise words 7. Reflective conclusion
4. Describe act¡ons, thoughts, feelings 7. Conclusion
5. Dialogue Grade 1t-12
6, Time words/phrases 1. Engaging situation & setting
7. Closure Grade 7 a. Establish n+ points of view
Girnrla ä, 1. Engaging context & setting b. Significance of situation
1. Establish situation a. Establish point of view 2. Introduce narrator/characters
2. Introduce narrator/characters 2, Introduce narrator/characters 3. Dialogue/pacing
3. Sequence events 3. Dialogue/pacing 4. Multiple plot lines
4. Describe actions, thoughts, feelings 4. Clear sequence of events 5. Purposeful sequence of events
5. Dialogue 5. Relevant details a. Shift time frame or setting
6. Transitional words/phrases 6. Sensory/precise words b. Build tone/outcome
7. Conclusion 7. Reflective conclusion 6. Vivid/precise words
8. Sensory details/concrete words 7. Reflective conclusion
For a free, expanded vcrsion of ttris list with examples of student *niting' teaching tips, and relaæd vocabulary,
see the Frec Rssources page rxl www.collinsed.æm.
$J
 Collins Writing Program
Turning Type Twos into Type Threes

Type Two writing has one essentialfeature: students respond to a specific prompt with the
correct content.

Type Three writing builds on Type Two and includes two additional features:
1. focus correction areas (FCAs) and
2. oral reading.
FCAs add additional requÍrements to the Type Two writing task; for example, they may ask
students to use a specified number of vocabulary words, include a range of steps, or correctly
use specific conventions. Oral reading, the second feature, has two purpos€s: to encourage
students to listen to the text to edit or revise and to hear theír work to help them remember
the content.

Type Two writing can be easíly turned into Type Three by adding FCAs. Here are some
guidelines for selecting FCAs.
1. Look for FCAs embedded in the Type Two prompt and make them into explicit FCAs:
€.8., 3 central ideas, solve in 4-6 clear s-teps, provide 2 examples frorn the text.
2. Consider FCAs that require a specified number of domain-specific vocabulary, circled
and numbered.
3. Create FCAs that focus on writing skills that need improvement - problems you have
seen in past papers,
4. Consíder one convention FCA to improve basic literacy and encourage editing; e.g,, z
correctly used commas,
5. Try to include the requirement that students highlight the key FCAs; e.g.,
@
vocabulary, underline predictions, etc.
6. Consíder differentiat¡ng the third FCA to focus on individual weaknesses, or let students
select the third FCA. Choice is a great motivator.

Remernber that Type Three writing assignments do not need to be lengthy-a sentence or
short paragraph can be sufficient. For example, a single sentence in argument writing might
have the following three FCAs.
1, Acknowledgecounterclaim
2. A clear claim
3. Briefly stated reasons
Or in literature, a sentence that includes the:
1. title and author,
2. genre, and
3. theme.

CoLLrNg EDUCAT|oN/\ssoc¡AÎEs, LLC

800-9324477 www.collinsed..com
N
 Turning Ten Great Type Twos into Type Threes

L Create two or three*quiz questions about today's content that I can ask at the beginning of
tomorrow's class. Ensure that the questions will require higher order thinking skills.
Possible FCAs
a pts.
a pts.
o pts.

2 Compose a short informative paragraph about_for a student who missed today's

class. Correctly use, explain, and circle five to seven* keyterms.

a pts.
I pts.
a pts.

3 Describe two* ways and are similar and two* ways they are
different. Label and number the similarities and differences

a pts.
a pts.
o pts.

4 Closely examine the item {picture, illustration, graph, etc.) on the screen. Create and label a descriptive
title. Write and label a short explanatory caption.

a
_ pts.
a
_ pts.
o
_ pts.

5 Here is an article about the subject we have been studying. All the text features (title, subtitle,
subheadíngs, captions, etc.) have been removed. lmagine you are the editor. Create three to five* text
features on the article.

o pts.
I pts.
a pts.

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6
6. Explain two or three* reasons this answer would not receive full credit on a test. Number your reasons

t . pts.
a pts.
.

a pts.
.

7. Write on_
a claim statement on your position Make sure your claim
statement includes the topic, your position on the topic, briefly stated reasons without details, and
does not include "1".

a pts.
o pts.
o pts.

8. (for reading fiction) List four to five* events that happened in the reading assignment and predict one
event that will happen in the next (chapter, section, etc.). Underline your prediction.

a pts,
a pts.
a pts.

9. List and briefly describe at least four+ discrete steps you would do to solve the following
problem: . Number the steps in order.

I
_ pts.
a pts.
a h+ê
IJIJ'
-
-
10.Wehavecompletedreadingthetext.Listand
number two to four* central ideas in your own words in the order they appeared in the text. Do not
give your opinions.

I pts,
a pts.
a pts.

*Or some other appropriate number

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800-932447 7 www. coll insed. com
lb
 Possible FCAs for Ten Great Type Threes
L Create two or three*quiz questions about today's content that I can ask at the beginning of tomorrow's
class. Ensure that the questions will require higher order thinking skills.

. 2/3 quiz questions (2/371 _ pts.

. require higher order thinking skills {HoTs) _ pts.
o include 1+ general academic vocabulary words, not verbs, circled (L+ GAV) _ pts.

2 Compose a short informative paragraph about for a student who missed today's class.
Correctly use, explain, and circle five to seven* key terms.

. paragraph format, topic sentence, and concluding sentence that states most
important thing to know ('tl, TS, CS) pts.

r correct informatíon (correct info) _

- pts.

use, explain, circle 5-7 terms; spelled correctly (5/7 vocab sp) _ pts.
. accurately describe and underline hòmework (homework) pts.

3 Describe two* ways and -

are similar and two* ways they are
different. Label and number the similaríties and differences.

. labeland number lists with 2-4 ways similar and different {label, #,2/4 ways) _ pts.
. correct information (correct info) _ pts.
¡ neât, easy to read, clear presentation {clear} _ pts.

4 Closely examine the item {picture, illustration, graph, etc.} on the screen, Create and label a descriptive
title. Write and label a short explanatory caption.
. create and label descriptive title w/label)
(desc title _ pts.
. create and label short explanatory caption (caption w/label) _ pts.
. correct capitals and spelling (caps/sp) _ pts.

o 2+ domain-specífic vocabulary circled and spelled correctly (2+ vocab sp) _ pts.

5 Here is an article about the subject we have been studying. All the text features (title, subtitle,
subheadíngs, captions, etc.) have been removed. lmagine you are the editor. Create three to five* text
features on the article.
. 3-5 text features in proper place in article {3/5 text feature) _ pts.
. 1 separate page, identify each feature; e.g., subheading {lD text features) _ pts.
. explain your feature)
choice of each text feature (exp text _ pts.

. underline 3-5 words that should be in the glossary {3-5 vocab) _ pts,

6 Explain two or three+ reasons this answer would not receive full credit on a test. Number your reäsons.

. identify 2-3 reasons, explain (lD 2/3 Rs exp) _ pts.

. circle and number n+ math vocabulary, spelled correctly (n+ math vocab, sp #)
_ pts.

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800-9324477 www. colli n ged. com
rl
n
 . paragraph form, conclude with â tip (f, tip) pts.
. briefly describe how to correct (des. fix) pts.
. clearly identífy mistake (lD mistake) pts.

7 Write a claim statement on your position o Make sure your claim

statement includes the topic, your position on the topic, briefly stated reasons without details, and does
not include "l".
r claim statement wíth clear position, topic, 2-3 reasonsf do not use "1,, (p, T, 2-3 Rs,
.t) _ pts.

. correct capitals and punctuation (caps/punct) _ pts.

. correct spellíng (sp) _ pts.
8 {for reading fictíon) Líst four to five* events that happened in the reading assignment and predict one
event that will happen in the next (chapter, section, etc.). Underline your predictíon.

. topic sentence with title underlined or in quotes, author, and genre (TS - "T" A g) _ pts.
. briefly describe 4-5 events in the ordef thêy occurred {a/5 events) _ pts.
. (transitions)
link events with circled transitions _ pts.
. predict one event that will happen next {1 predict} _ pts.
. describe most significant event and explain why (sig. event exp) pts.
. connect to one other text (connect 1 text) _
- pts.

9 List and briefly describe at least four* díscrete steps you would do to solve the following
problem: . Number the steps in order.

. paragraph format, clear introduction (!1, intro) pts,

. list and describe 4+ d¡screte steps (4+ steps) _ pts.
.
-
link events with circled transitions (transitions) _ pts.
. conclude with a tip or warning {conclude tip) _ pts.

10 We have completed reading the List and number two to

four* central ideas in your own words in the order they appeared in the text. Do not give your opinions.
, paragraph format; topic sentence with source underlined, title in guotes, author,
right verb that describes author's purpose, and topic (fl, S "T" A r t) pts.

. 2-4 central ideas in the order they were presented, in your own words, without
opinion (2/4 Cû
- Pts.

. link central ideas with circled transitions (transitions) _

- pts.
. 1 short, correctly punctuated quote (1 quote, punct) _ pts.
. circle and number _ vocab words, spelled correctly (n vocab sp #) pts.

COLLINS EÞUCATIoN IÉsocIATEs, LLC

800-932447 7 www. collinsed. com

¡8
 Assignment Number_

FCA pts Name:

FCA pts. Date:

FCA pts

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 Collins Writing Programsn
\
LEVEL Essential Conventions T\. ¡
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 COLLINS WRITING PROGRAM

Five Types of \A/riting

TypeQ: Capture ldeas
Type One writing gets ideas on paper*brainstorming. $rpe One is timed and requires a
minimum nurnber of items or lines. Questions and/or guesses are permitted. Evaluated with
a check (r') or minus (-).

Type @: Respond Correctly

Tþe TWo writing shows that the writer knows something about a topic or has thought about
the topic. It is correct answer to a specific
a question, graded as a quiz. One draft.

Type@: trdit fbr trCAs

Type Three has substantlve content and meets up to three specific standards called focus
correction areas. It ls read out laud and reviewed to see if the draft meets the following
criteria: completes the assignment, is easy to read, and meets standards set by the focus
correction areas. Revision and editing are done on the original. One draft,

Type @: Peer trdit for FCAs

Type Four writing is Tlpe Three writing that is read out loud and critiqued by another, 71¡¡o
drafts.

Type@: Publish
Type Five writing is of publishable quality. Multiple drafts.

Iror All T S

For all types, skip lines. For Tlpes One and T\¡¡o, label the type on top left-hand side of
paper. For Types Three and Four, list focus correction areas on top left-hand side. Tlpe Three
and Four papers should be saved and used to practice editing skills.

o1991, Rerrhed 1993, 2000. John J. Collins, 8d.0. For dddit¡onål copiss a¡d lnformåtion about ßht¿d
Èoducis,
call Collins fducåtlm Arsociates, 3?0 M¿in Street, P.0. 8or 957, iìbsl l{ãòt¡ry. friA 0t985, 1-&0.932-4177.